END OF COURSE ENGLISH: WRITING - Virginia Department of ...

VIRGINIA STANDARDS OF LEARNING
Spring 2010 Released Test
END OF COURSE
ENGLISH: WRITING
Form W0110, CORE 1
Property of the Virginia Department of Education
Copyright ©2010 by the Commonwealth of Virginia, Department of Education, P.O. Box 2120, Richmond, Virginia
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All others should direct their written requests to the Virginia Department of Education, Division of Student Assessment
and School Improvement, at the above address or by e-mail to Student_Assessment@doe.virginia.gov.

Writing
Directions
Read the passage. Then read each question about the passage and choose the best answer.
SAMPLE A
A Special Person
In English class, Sarah has been asked to write a description of someone
special to her. Sarah wants to write about her older brother.
Which of these would best help Sarah write her description of her older
brother?
A
B
C
D
Calling his friends and telling them about him
Thinking about all the things she likes about him
Making a list of things she wants him to do for her
Asking him to take her to the library
SAMPLE B
Here is the first part of Sarah’s rough draft.
Draft A
(1)A special person in my life is my big brother. (2)His name is
Ben. (3)He has always been there to help me out and has been there for
me when I needed him.
How are sentences 1 and 2 best combined?
F
G
H
J
A special person in my life is Ben, my big brother.
A special person in my life is Ben, he is my big brother.
In my life a special person is my big brother, his name is Ben.
My big brother Ben, he is a special person in my life.
3

SAMPLE C
Sarah has written a second draft of the first part of her essay.
Draft B
(1)A special person in my life is my big brother. (2)His name is
Ben. (3)He has always been supportive of me.
In rewriting sentence 3 of Draft A, how has Sarah improved sentence 3
of Draft B?
A
B
C
D
She has created a fragment.
She has changed the meaning entirely.
She has expressed the idea more concisely.
She has shifted the point of view.
SAMPLE D
Here is the next part of Sarah’s rough draft.
(4)The best thing about my brother is that he helps me with my
homework. (5)He’s a really good student.
In sentence 4, he helps is correctly written —
F
G
H
J
he were helping
he help
he have helped
As it is
4

Directions
You do not need to read a passage to answer the following question. Read and answer
the question.
SAMPLE E
Read this sentence.
The race proved that Lee was a
more fast runner than Bob.
In this sentence, more fast should be written —
A
B
C
D
faster
fastest
more faster
As it is
5

Robo Games
Alan writes a column covering school events for the high school newspaper.
He decides to write about a recent school competition.
Before beginning his draft, Alan starts this web. Use it to answer
questions 1 and 2.
Teach
students how to
work as a team
Held in our
school gymnasium
Goals
Show students
that math and science
can be fun
Robo Games
Event
Begun by local
science teachers
Competition to
design a robot
Five teams
representing competing
high schools
1 Which item on this web is in the wrong place?
A
B
C
D
Held in our school gymnasium
Teach students how to work as a team
Begun by local science teachers
Competition to design a robot
6

2 Given his purpose for writing, which of the following would best help Alan
gather information for his article on the school competition?
F
G
H
J
Consulting a library catalog to find books
Searching the Internet for information
Asking faculty members what they know
Interviewing students who participated
7

Here is the first part of Alan’s rough draft. Use it to answer
questions 3–6.
(1)“Let the games begin!” a voice boomed over the loudspeakers in the gym.
(2)The cheers and applause that erupted from the crowd normally signaled the start
of an athletic competition. (3)The event was the official opening of the third annual,
district-wide competition known as Robo Games. (4)This year’s games were held at
Hollow Creek High School last Saturday night.
(5)Designing a robot that can actually function in reality and perform tasks is a
challenging thing for students to try to do, and these students worked hard to
prepare for the fiercely competitive event. (6)However, the competitive spirit was not
the most important aspect of the event. (7)The focus was on the value of working
with teammates to achieve a common purpose. (8)The gym was decorated in the
colors representing the competing high schools. (9)The five teams, each consisting
of five members, proudly represented South, Valley View, Greenwood, Taft, and
Hollow Creek. (10)Each team designed a robot to push a small, plastic ball through a
maze, at the end of which was a cardboard shoebox. (11)Spectators cheered
enthusiastically when the task was completed successfully. (12)The audience groaned
and shouted encouragement when any of the robots struggled to complete the task.
(13)The plastic balls had to be pushed into this box.
(14)This event was created by a group of area science teachers, including
Hollow Creek’s chemistry teacher, Paula Grant. (15)Mrs. Grant also coached Hollow
Creek’s team. (16)The team finished in second place. (17)The dedicated instructors
who created this event wanted to show students how much fun math and science can
be. (18)Math and science are both subject areas that require careful study.
8

3 Which transitional sentence could best be added after sentence 2?
A
B
C
D
Furthermore, the gym was filled with energy and excitement.
This time, however, the roar was for a math and science event.
In fact, it sounded like a championship basketball game in the gym.
Even so, the noise did not compare to most high school football games.
4 Alan notices that sentence 13 is out of sequence. Alan should place this
sentence after —
F sentence 7
G sentence 8
H sentence 10
J sentence 14
5 How can sentences 15 and 16 best be combined without changing their
meaning?
A
B
C
D
Because Mrs. Grant also coached Hollow Creek’s team, the team finished in
second place.
Mrs. Grant also coached Hollow Creek’s team to a second-place finish.
Mrs. Grant also coached Hollow Creek’s team, so they finished in second place.
Though Mrs. Grant also coached Hollow Creek’s team, the team finished in
second place.
9

6 Which sentence should be deleted because it is off topic?
F Sentence 11
G Sentence 12
H Sentence 17
J Sentence 18
10

Go to the next
page and continue
working.
11

Read the next part of Alan’s rough draft and use it to answer
questions 7–9. This section has groups of underlined words. The
questions ask about these groups of underlined words.
(19)Seven weeks ago each school was given an identical box of parts for
building a robot. (20)A set of rules governing the robot’s design was included in the
kit. (21)Each team would assemble its robot and to use only the parts from the box
and the specified guidelines.
(22)There was no limit to the number of students allowed to help with designing
and building the robot. (23)However, only five students could then be chosen as the
official team members for the competition. (24)Of those five team members, only
one could control the robot as it navigated the maze. (25)Students were also
directed to a website where they submitted weekly progress reports.
(26)Most students were familiar with the basic principles of geometry and
physical science that dictate the process of designing a robot. (27)However, some
students had little experience with the physical construction of such a device.
(28)Students had to learn how to safely use saws, drills, and other potentially
hazerdous tools. (29)Local engineers, scientists, carpenters, and mechanics, all of
whom volunteered their time, served as mentors to help guide students through the
process of designing and building their robots. (30)These community members
contributed their time and energy to this effort on weekends and after school to help
make the event a success. (31)As Jaime Plantez, a senior at Hollow Creek, said,
“This experience really showed me how important it was to keep my team’s goal in
mind.” (32)His comment underscores the intended purpose of this event: to prepare
students for the world beyond the classroom.
12

7 In sentence 21, how is and to use correctly written?
A
B
C
D
using
and using
to use
As it is
8 In sentence 24, how is members, only one correctly written?
F
G
H
J
members. Only one
members; only one
members: only one
As it is
9 In sentence 28, how is hazerdous correctly written?
A
B
C
D
hazzardous
hazardous
hazzerdous
As it is
13

A President’s Home
Eileen’s U.S. History teacher asks the students to write a report about a
famous American historical site. Eileen decides to write about Monticello, a
home designed and built by Thomas Jefferson.
Before beginning her article, Eileen makes these notes. Use them to answer
question 10.
• 5,000-acre plantation home near
Charlottesville, Virginia
• Talented scientist and architect
• Construction began 1769
— completed 1809
• Drafted the Declaration
of Independence
• 43 rooms and 11,000 square
feet when completed
• Sold after Jefferson’s death and
fell into disrepair
• Bought and restored by
Thomas Jefferson Foundation
10 Which fact on the list is least essential to Eileen’s report about Thomas
Jefferson’s home?
F Construction began 1769—completed 1809
G Drafted the Declaration of Independence
H 43 rooms and 11,000 square feet when completed
J Sold after Jefferson’s death and fell into disrepair
14

Go to the next
page and continue
working.
15

Here is the first part of Eileen’s rough draft. Use it to answer
questions 11–13.
(1)Thomas Jefferson is one of the most famous patriots in our country’s history.
(2)Most people know him as the third President of the United States and the author
of the Declaration of Independence. (3)Furthermore, Jefferson is also famous for
founding the University of Virginia and designing one of the most famous structures in
the United States. (4)The building is so admired that it has been featured on a
United States coin. (5)This famous building is Monticello, Jefferson’s home near
Charlottesville, Virginia.
(6)During his life, Jefferson held many important political positions, he was also
a talented scientist and architect. (7)Many people believe Monticello was Jefferson’s
true passion. (8)He spent 40 years personally designing, building, and renovating the
home he called his “essay in architecture.”
(9)Jefferson built Monticello on a mountaintop not far from the frontier farm
where he was born. (10)Located on land Jefferson had inherited from his wealthy
father, the house became the center of Jefferson’s 5,000-acre plantation. (11)The
home had 43 rooms and covered more than 11,000 square feet when it was
completed. (12)Such a building could not be completed overnight, though.
(13)Monticello was a work in progress for most of Jefferson’s life.
(14)Jefferson began clearing the land for the house in 1768, although
construction of the original design, which called for only fourteen rooms, began the
following year. (15)Jefferson first moved into the partially completed house in 1770.
(16)He did not have much time, though, to enjoy his new home, as his political
interests soon overtook his attention. (17)Due to Jefferson’s involvement with the
nation’s politics, progress on Monticello over the next several years was steady but
slow. (18)However, the house was essentially finished by 1784 when Jefferson left for
Paris to negotiate a treaty on behalf of the U.S. government.
16

11 Eileen discovers this run-on sentence.
During his life, Jefferson held many
important political positions, he was
also a talented scientist and architect.
Which revision is the best way to correct the error?
A
B
C
D
During his life, Jefferson held many important political positions he was also a
talented scientist and architect.
During his life, Jefferson held many important political positions, but he was also a
talented scientist and architect.
During his life, Jefferson held many important political positions: he was also a
talented scientist and architect.
During his life, Jefferson held many important political positions but he was also a
talented scientist and architect.
12 Which of these could best be added to the beginning of sentence 8 to provide
better transition?
F
G
H
J
In contrast,
However,
In fact,
Nonetheless,
17

13 Eileen wants to add this sentence to paragraph 3 of her essay but realizes it is
a fragment.
Using his knowledge of mathematics
and European architecture to design his
home.
What is the best way to revise the fragment?
A
B
C
D
He used his knowledge of mathematics and European architecture to design
his home.
To design his home, using his knowledge of mathematics and
European architecture.
He, using his knowledge of mathematics and European architecture, to design
his home.
His knowledge of mathematics and European architecture used to design his home.
18

Go to the next
page and continue
working.
19

Read the next part of Eileen’s rough draft and use it to answer
questions 14–19. This section has groups of underlined words.
The questions ask about these groups of underlined words.
(19)Jefferson had expected to be gone only one year, but he remained the
minister to France until 1789. (20)During his years in Paris, Jefferson was influenced
by Europe’s neoclassical architecture, and upon his return to Virginia, he decided to
remodel and expand Monticello. (21)The most extensive change he made was the
addition of a separate domed roof to the west portico. (22)The domed roof caused
some problems: the plans for the roof needed to be changed, materials had to be
ordered, and the entire second story of the house had to be demolished.
(23)Construction of the dome was completed in 1800, giving the house the familiar
profile famously depicted on United States nickel coins. (24)The image of the westfacing
side of the home is often assumed to be Monticello’s front entrance; in fact,
guests usually entered from the east.
(25)Jefferson continued to oversee the remodeling even during his terms as
President. (26)The home’s remodeling was finally completed in 1809, shortly after he
left office. (27)Beyond the fine architecture, Monticello is known for its botanical
gardens, which served both as a source of food and as an experimental laboratory for
Jefferson. (28)He grew more than 330 varieties of vegetables in the 1,000-foot-long
garden terrace and 170 different types of fruit in Monticello’s two orchards.
(29)Jefferson also grew an assortment of medicinal, fragrant and, culinary herbs
throughout the gardens.
20

(30)Jefferson was deeply in debt when he died on July 4, 1826. (31)His
daughter was forced to sell Monticello and most of its contents. (32)The home had
fell into neglect for a long period, and many of Jefferson’s possessions were sold.
(33)Fortunatly, however, the Thomas Jefferson Foundation, which now owns the
home, has worked hard to restore Monticello to its former glory. (34)Today, most of
the furnishings in Monticello consist of items originally owned by Jefferson. (35)The
remaining contents are period pieces or authentic reproductions. (36)The mansion is
the only house in the United States recognized as a World Heritage Site. (37)It was
also named a national landmark in 1998 by the american Society for Horticultural
science. (38)With more than half a million tourists each year Monticello is one of
Virginia’s most popular tourist attractions. (39)Considering the historical importance
of this landmark, Monticello’s popularity is not likely to decline anytime soon.
14 In sentence 27, botanical gardens, which served both is correctly written —
F
G
H
J
botanical gardens which served both
botanical gardens which, served both
botanical gardens, which, served both
As it is
21

15 In sentence 29, how is medicinal, fragrant and, culinary correctly written?
A
B
C
D
medicinal, fragrant, and, culinary
medicinal fragrant and culinary
medicinal, fragrant, and culinary
As it is
16 In sentence 32, how is had fell correctly written?
F
G
H
J
falls
has fell
fell
As it is
17 In sentence 33, how is Fortunatly correctly written?
A
B
C
D
Fortunately
Fortuneately
Fortuneatly
As it is
22

18 In sentence 37, how is american Society for Horticultural science
correctly written?
F
G
H
J
american society for Horticultural Science
American society for Horticultural science
American Society for Horticultural Science
As it is
19 In sentence 38, million tourists each year Monticello is correctly written —
A
B
C
D
million tourists each year, Monticello
million tourists each year Monticello,
million tourists, each year, Monticello
As it is
23

A Fundraising Feast
Julius writes a letter to Ms. Petron, the school band director, suggesting a
fundraiser idea.
20 Which of these will best help Julius organize his ideas?
F
G
H
J
Searching the Internet for fundraiser information
Writing about a time when he attended a fundraiser
Interviewing his friends about their ideas for fundraisers
Listing the main points related to his idea for the fundraiser
24

Go to the next
page and continue
working.
25

Here is the first part of Julius’s rough draft. Use it to answer
questions 21–25.
417 Oak Lane
Middletown, VA 22601
October 2, 2009
Ms. Cynthia Petron, Band Director
Madison High School
555 Grand Avenue
Middletown, VA 22601
Dear Ms. Petron:
(1)Last week students were encouraged to offer suggestions for a fundraiser. (2)Two
significant criteria had to be met. (3)The initial investment should not exceed $250,
and the event should appeal to a broad audience. (4)I have an idea that satisfies
both requirements. (5)Furthermore, this idea for the band to attend the state spring
competitions could, I believe, potentially generate enough money. (6)My fundraiser
suggestion is a medieval feast.
(7)I’m thinking we could hold the feast on a weeknight at school. (8)The school
cafeteria is the ideal location. (9)Not only is the cafeteria familiar to everyone, but
also it is spacious enough to accommodate a large crowd. (10)Our principal,
Mr. Meyers, is very supportive of school functions, which is why I am hopeful that he
will permit us to use this space.
26

(11)Spaghetti will make a hearty, inexpensive, and authentic feast. (12)After all,
spaghetti is a medieval food. (13)According to some historians, the explorer Marco
Polo gave pasta, a dish discovered during his journeys to Asia, to his fellow Italians
during the Middle Ages. (14)Guests will enjoy a delicious meal and learn an
interesting fact about a common food. (15)Additionally, Mrs. Simms, our school’s
choir teacher, has informed me that she would be willing to make spaghetti and
meatballs. (16)Mrs. Simms knows many of the band parents. (17)She could ask
some of them to help her prepare the feast. (18)Of course, members of the band will
assist with general cleanup after the dinner.
21 Which is the best way to revise sentence 5 for clarity?
A
B
C
D
Furthermore, I believe for the band this idea to attend the state spring competitions
could potentially generate enough money.
Furthermore, I believe this idea could potentially generate enough money for the
band to attend the state spring competitions.
Furthermore, to attend the state spring competitions for the band, this idea could, I
believe, potentially generate enough money.
Furthermore, for the band, I believe that this idea to attend the state spring
competitions could potentially generate enough money.
27

22 How can Julius best revise sentence 7 for appropriate tone?
F
G
H
J
The feast could easily be held on a weeknight at school.
You have to let us hold the feast on a weeknight at school.
It would be so awesome if we could hold the feast on a weeknight at school!
What do you think about maybe holding the feast on a weeknight at school?
23 Which sentence could Julius best add after sentence 9 to support the ideas in
paragraph 2?
A
B
C
D
Further, supporting the band shows the members that you appreciate them.
Moreover, we need to find new ways for the band to generate funds.
In fact, the whole school will benefit from this sort of fundraiser.
In addition, the room is available most evenings.
24 Which word would best replace gave in sentence 13 to make the meaning
more precise?
F
G
H
J
showed
offered
brought
introduced
28

25 Read these sentences from Julius’s rough draft.
(16)Mrs. Simms knows many of the
band parents. (17)She could ask some
of them to help her prepare the feast.
How can Julius best combine these sentences without changing
their meaning?
A
B
C
D
Mrs. Simms knows many of the band parents, but she could ask some of them to
help her prepare the feast.
Since Mrs. Simms knows many of the band parents, she could ask some of them to
help her prepare the feast.
Mrs. Simms knows many of the band parents, or she could ask some of them to
help her prepare the feast.
Though Mrs. Simms knows many of the band parents, she could ask some of them
to help her prepare the feast.
29

Read the next part of Julius’s rough draft and use it to answer
questions 26–29. This section has groups of underlined words. The
questions ask about these groups of underlined words.
(19)There are a number of inexpensive ways to make this event a success. (20)To
further enrich the atmosphere, our drama teacher, Mr. Yonkowski, could provide
costumes from the period. (21)These costumes can be worn by senior band
members who will serve the feast. (22)Since we often play music for the drama
club’s productions, Mr. Yonkowski would be happy to help us. (23)Some of the junior
band members could play authentic period music and to enhance the evening’s
atmosphere. (24)The performance would give these band members a great
opportunity: the chance to be the featured entertainment.
(25)This unique and entertaining event has the potential to be an even greater
success than last year’s leaf-raking fundraiser. (26)The spaghetti will be delicious, the
costumes adding a measure of authenticity, and the music will be a rare treat for both
the audience and the performers. (27)The overall effect will be like walking into the
pages of a medieval history book. (28)Guests can take a brief journey back in time
while you enjoy first-rate food and entertainment. (29)Furthermore, an authentic
Middle-Ages feast would help set this fundraiser apart from others and provide an
enjoyable and memorable experience for all involved. (30)I am absolutly convinced
that this fundraiser could be a tremendous success.
(31)Please consider my idea for the fundraiser. (32)I thank you for allowing us
this opportunity.
Sincerely,
Julius Mercer
30

26 In sentence 23, how is and to enhance correctly written?
F
G
H
J
and enhancing
to be enhancing
to enhance
As it is
27 In sentence 26, how is adding correctly written?
A
B
C
D
add
added
will add
As it is
28 In sentence 28, how is you correctly written?
F
G
H
J
they
we
those
As it is
31

29 In sentence 30, how is absolutly correctly written?
A
B
C
D
absolutely
absoluteley
absolutley
As it is
32

Go to the next
page and continue
working.
33

You do not need to read a passage to answer the following question. Read and
answer the question.
30 Read this sentence.
The researchers, including a team from
Norway spent two years drilling ice
cores in Antarctica.
In this sentence, how is researchers, including a team from Norway spent
correctly written?
F
G
H
J
researchers including a team from Norway spent
researchers including a team from Norway, spent
researchers, including a team from Norway, spent
As it is
34

Answer Key-EOC002-W0110
Test Sequence
Number Correct Answer
Reporting
Category
Reporting Category Description
1 A 001 Plan, compose, and revise in a variety of forms for a variety of purposes
2 J 001 Plan, compose, and revise in a variety of forms for a variety of purposes
3 B 001 Plan, compose, and revise in a variety of forms for a variety of purposes
4 H 001 Plan, compose, and revise in a variety of forms for a variety of purposes
5 B 001 Plan, compose, and revise in a variety of forms for a variety of purposes
6 J 001 Plan, compose, and revise in a variety of forms for a variety of purposes
7 A 002 Edit for correct use of language, capitalization, punctuation, and spelling
8 J 002 Edit for correct use of language, capitalization, punctuation, and spelling
9 B 002 Edit for correct use of language, capitalization, punctuation, and spelling
10 G 001 Plan, compose, and revise in a variety of forms for a variety of purposes
11 B 001 Plan, compose, and revise in a variety of forms for a variety of purposes
12 H 001 Plan, compose, and revise in a variety of forms for a variety of purposes
13 A 001 Plan, compose, and revise in a variety of forms for a variety of purposes
14 J 002 Edit for correct use of language, capitalization, punctuation, and spelling
15 C 002 Edit for correct use of language, capitalization, punctuation, and spelling
16 H 002 Edit for correct use of language, capitalization, punctuation, and spelling
17 A 002 Edit for correct use of language, capitalization, punctuation, and spelling
18 H 002 Edit for correct use of language, capitalization, punctuation, and spelling
19 A 002 Edit for correct use of language, capitalization, punctuation, and spelling
20 J 001 Plan, compose, and revise in a variety of forms for a variety of purposes
21 B 001 Plan, compose, and revise in a variety of forms for a variety of purposes
22 F 001 Plan, compose, and revise in a variety of forms for a variety of purposes
23 D 001 Plan, compose, and revise in a variety of forms for a variety of purposes
24 J 001 Plan, compose, and revise in a variety of forms for a variety of purposes
25 B 001 Plan, compose, and revise in a variety of forms for a variety of purposes
26 H 002 Edit for correct use of language, capitalization, punctuation, and spelling
27 C 002 Edit for correct use of language, capitalization, punctuation, and spelling
28 F 002 Edit for correct use of language, capitalization, punctuation, and spelling
29 A 002 Edit for correct use of language, capitalization, punctuation, and spelling
30 H 002 Edit for correct use of language, capitalization, punctuation, and spelling

Spring 2010 Released
EOC Standards of Learning Writing Test
Total Raw Score to Scaled Score Conversion Table for
Multiple Choice Form W0110 Administered with Prompt 1653
Total Raw Score
Number of Multiple Choice Items
Answered Correctly Added to the
Number of Points Earned on the
Short Paper
0 000
1 022
2 043
3 065
4 086
5 108
6 129
7 192
8 224
9 244
10 258
11 269
12 279
13 287
14 294
15 301
16 308
17 314
18 320
19 325
20 331
21 336
22 342
23 347
24 352
25 358
26 363
27 368
28 374
29 379
30 384
31 389
32 395
33 400
34 406
35 411
36 417
37 422
38 428
39 434
40 441
41 448
42 455
43 463
44 471
45 481
46 492
47 504
48 518
49 533
50 550
51 570
52 594
53 600
54 600
Total Scaled Score
A total raw score (left
column) is converted to a
total scaled score (right
column). The total scaled
score may range from 0 to
600.
A scaled score of 400 or
more means the student
passed the SOL test, while
a scaled score of 399 or
less means the student did
not pass the test. A
scaled score of 500 or
more indicates the student
passed the SOL test at an
advanced level.